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Printer Friendly| Facilitator: | Stephanie Dodyk | ||||
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| Date: | This is a multi-day event.
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| Cost: |
$30.00 |
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| Location: |
Virtual |
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| Session Code: | 22-LL-072 | ||||
| Focus: | Inclusive Education English Language Arts & Literacy |
Target Audience
Teachers: 7-12
Also Recommended For
Instructional Coaches, Learning Coaches, Inclusive Learning Teachers, District Leaders/Consultants, Educational/Instructional Assistants
About this Learning Opportunity
Educators are highly skilled in ensuring that their content objectives for their particular lessons align to the program of study for their subject area. These content objectives help teachers focus on what students should know by the end of a lesson or unit.
But what about the language students need to be able to show that they know? What do they need to know about English to learn new information, demonstrate their knowledge, and perform academic tasks? The language required to show understanding varies with each subject which means that all teachers have a responsibility to teach the nuances of the language in their specific content-area. The language in Social Studies is quite different from the language used in Science. Students who are adding English to the languages they use benefit from explicit language instruction in all the courses they enroll in.
This 2-part series will highlight the research behind the benefits of intentionally planning for language development as well as offer practical strategies to implement in all content-areas.
Session 1: Building Background
This first session will provide participants with an overview of second language acquisition and the processes involved in academic discourse. Opportunities to interact with fellow participants to develop language objectives will be provided.
Session 2: Putting into Practice
This second session will offer language development strategies and resources specifically geared for secondary teachers to implement in the classroom to scaffold language development.
This session addresses the LQS competencies
- 2. Modeling Commitment to Professional Learning
- 3. Embodying Visionary Leadership
- 4. Leading a Learning Community
- 6. Providing Instructional Leadership
This session addresses the TQS competencies
- 2. Engaging in Career-Long Learning
- 3. Demonstrating a Professional Body of Knowledge
- 4. Establishing Inclusive Learning Environments
This learning opportunity is being subsidized through funding from Alberta Education.
About the Facilitator
Stephanie Dodyk is a Language Consultant with over 15 years experience in teaching and resource roles. After completing a Bachelor of Education degree in Secondary Mathematics and a Bachelor of Arts degree in German Literature, Stephanie later went on to finish a Master of Education specializing in Teaching English as an Additional Language. In her work, Stephanie continually reflects on her journey of identity development and language learning while growing up as a second-generation Canadian and how it relates to students who are now adding English and Canada to their linguistic and cultural repertoires. She is passionate about the empowering impact language and story have on building community. Her practice focuses on embracing the rich stories students bring with them as they add English to their learning journey and empowering educational professionals to hear them.